Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

Abstract

We examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. To do so, we estimated multilevel growth models that included as predictors children’s own general knowledge, reading and mathematics achievement, behavioral self-regulation, sociodemographics, other child- and family-level characteristics (e.g., parenting quality), and school-level characteristics (e.g., racial, ethnic, and economic composition; school academic climate). Analyses of a longitudinal sample of 7,757 children indicated large gaps in general knowledge already evident at kindergarten entry. Kindergarten general knowledge was the strongest predictor of first-grade general knowledge, which in turn was the strongest predictor of children’s science achievement from third to eighth grade. Large science achievement gaps were evident when science achievement measures first became available in third grade. These gaps persisted until at least the end of eighth grade. Most or all of the observed science achievement gaps were explained by the study’s many predictors. Efforts to address science achievement gaps in the United States likely require intensified early intervention efforts, particularly those delivered before the primary grades. If unaddressed, science achievement gaps emerge by kindergarten and continue until at least the end of eighth grade.

Understanding Science Achievement Gaps by Race/Ethnicity and Gender in Kindergarten and First Grade

“…The Hispanic-White gap and Asian-White gap are both smaller than the Black-White gap and decrease as students age. The female-male gap is slightly less than one-quarter of a standard deviation (Kohlhaas et al, 2010;Morgan et al, 2016;Quinn & Cooc, 2015).…”

Effectiveness of 5e-model of Instruction for Scientific Achievement: An Exploration of Age, Cognitive Domain and Ability Level of Students with Hearing Impairment

“…They also mentioned that science education expanded experiential background for students who had limited experiences. Increased use of inquiry and problem-solving skills helped students with disabilities to survive with scientific literacy and enabled them to discover and manage information (Morgan, Farkas, Hillemeier, Maczuga, 2016). Sharma.…”

“…Morgan, Farkas, Hillemeier & Maczuga (2016) quote successful application of constructivist approaches to students of school age. Inquiry oriented teaching is recommended in science teaching.…”

Exploring American Indian Students' Problem-Solving Propensity in the Context of Culturally Relevant STEM Topics

“…Recent research has identified large science achievement gaps at the end of 8th grade between white and racial/ethnic minority children, and between children from higher-and lower-income families. These achievement gaps begin very early in the educational career span (Morgan, Farkas, Hillemeier, & Maczuga, 2016). Thus, early exposure to, positive attitudes toward, and achievement in math and science are important factors in a student's declaration of a STEM major (Crisp, Nora, & Taggart, 2009).…”

“…A relatively low percentage of youth from poor households and/or minority populations are successful in their pursuit of STEM-related careers (Babco, 2003). Issues of disparity in equity and access in the STEM pipeline among minority and/or low-income students (e.g., American Indian, African American, and Hispanic youth) are the most prevalent challenges for improving US STEM education (e.g., Morgan, Farkas, Hillemeier, & Maczuga, 2016). It is critical for these populations to have more opportunities, including informal learning opportunities, to address their underachievement and underrepresentation in STEM and STEM-related careers (e.g., Crisp, Nora, & Taggart, 2009).…”